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12/30/2017 Syllabus for SP18 PSYCH 5681 - Dvlp&Psychopathlgy (33730)

https://osu.instructure.com/courses/34056/assignments/syllabus 1/11

Course Syllabus

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Development and Psychopathology (Psychology 5681)

Spring, 2018

Tue, Thur, 12:45-2:05 pm

Campbell Hall 243 (http://www.osu.edu/map/building.php?building=018)

Instructor: Theodore P. Beauchaine, Ph.D. Course Assistant: Heather McDonough-Caplan

Office: 233 Psychology Building Office: 167 Psychology Building

1835 Neil Ave 1835 Neil Ave

Office Hours: Thur, 2:30-3:30 Office Hours: TBA

Phone: (614) 292-3155 Phone: (614) 292-3155

Email [email protected]

(mailto:[email protected])

Email: [email protected]

(mailto:[email protected])

Website

http://tpb.psy.ohio-

state.edu/LAP/home_.htm

(http://tpb.psy.ohio-

state.edu/LAP/home_.htm)

http://tpb.psy.ohio-state.edu/LAP/people.htm

(http://tpb.psy.ohio-state.edu/LAP/people.htm)

Class Websitehttps://carmen.osu.edu/

(https://carmen.osu.edu/)

Overview

This is an advanced, three credit undergraduate and graduate course that focuses on the emergence and expression of

psychopathology across the lifespan. The purpose of the course is to familiarize students with current knowledge of

psychopathology and its etiological origins across all stages of life. We will adopt a strong developmental psychopathology

perspective, which is infused throughout the class. According to this perspective, psychopathology cannot be understood as a set

of adevelopmental static entities. Rather, patterns of maladjustment that we often refer to as psychopathological almost always

emerge from complex transactions between biological vulnerabilities (genetic, neural, hormonal) and environmental risk factors

(family coercion, deviant peer group affiliations, neighborhood criminality) over time. Thus, psychopathology occurs in a developing

individual, and his or her interpersonal relationships, and cannot be defined, identified, or understood without consideration of the

normal course of development. Furthermore, both typical and atypical development reflect influences of a vast array of biological,

psychological, and contextual variables transacting across the lifespan. Note that this is not a treatment course, so we will not cover

http://www.osu.edu/map/building.php?building=018



http://tpb.psy.ohio-state.edu/LAP/home_.htm

http://tpb.psy.ohio-state.edu/LAP/people.htm

https://carmen.osu.edu/



prevention or intervention, except insofar as they inform our understanding of etiology, which is sometimes the case.

Traditionally, courses about psychopathology have been taught by focusing almost exclusively on behaviors displayed by

individuals who are diagnosed with different disorders, as defined by the prevailing nomenclature of the time (usually the current

version of the Diagnostic and Statistical Manual of Mental Disorders (http://www.dsm5.org/Pages/Default.aspx) . This is a descriptive

approach that does not account for or explain the causes of mental illness. Although we will cover descriptive aspects of

psychopathology, we will spend much more time on neurobiological underpinnings of mental illness and how they interact with

environmental risk factors, following from profound advances in psychiatric genetics and neuroimaging that have occurred in the

past 15 or so years. These advances make all of our jobs (mine as an instructor and yours as students) more difficult than they once

were. However, the payoff is large, as scientific advances are finally being made that are helping us understand the causes of

psychopathology. Understanding causes is a a necessary antecedent to effective treatment.

Objectives

This course is intended to familiarize you with:

1. Foundational knowledge regarding:

major sources of influence (genetic, neural, hormonal, familial, cultural) on development and ways they transact across the

lifespan to promote psychopathology.

research designs and methods used to study psychopathology across the lifespan, and complexities and controversies

confronted in doing such research.

major approaches taken to defining and classifying psychopathology across the lifespan, and limitations of each

2. Major classes of psychopathology including information regarding:

prevalence, epidemiology, morbidity, mortality, and phenomenology.

classification, including relevant Diagnostic and Statistical Manual of Mental Disorders (http://www.dsm5.org/Pages/Default.aspx)

(DSM-5) diagnostic categories, factor-analytic approaches, and the Research Domain Criteria (http://www.nimh.nih.gov/research-

priorities/rdoc/index.shtml) (RDoC).

empirically supported etiological theories, including factors that contribute to development, maintenance, progression, and

amelioration of psychopathology across the lifespan.

We will make use of lectures, readings, video, course discussion, and weekly discussion forums (see below) to promote mastery of

course content.

Expected Outcomes

When you complete this course sequence, it is my expectation that you will:

understand major research designs and methods used to study psychopathology, and the strengths and limitations of each.

http://www.dsm5.org/Pages/Default.aspx


http://www.nimh.nih.gov/research-priorities/rdoc/index.shtml



have knowledge of major approaches to classification of psychopathology (DSM-5 (http://www.dsm5.org/Pages/Default.aspx) ,

factor analytic models, RDoC (http://www.nimh.nih.gov/research-priorities/rdoc/index.shtml) ), and their attendant strengths and

weaknesses.

be able to describe all major forms of psychopathology covered in this course. Thus, you should have a solid working

knowledge of DSM-5 (http://www.dsm5.org/Pages/Default.aspx) diagnostic criteria and associated information for each disorder.

You will also be able to describe aspects of each disorder that are not well represented in the DSM

(http://www.dsm5.org/Pages/Default.aspx) . Included in your knowledge should be information about development, epidemiology

(e.g., typical age of onset and risk factors such as age, sex, ethnicity, socioeconomic status [SES], and physical health factors,

familial inheritance patterns, molecular genetic vulnerabilities, course and prognosis, subtypes, and common comorbid

conditions).

understand current etiological theories and their supporting evidence (or lack thereof) for each disorder. Where possible, I

seek to arrive at an integrative model of developmental pathways to each disorder that include genetic, hormonal, and neural

vulnerabilities; familial, social, and cultural risk factors; and their complex interactions across time.

Required Text

Beauchaine, T. P., & Hinshaw, S. P. (https://www.wiley.com/en-

us/Child+and+Adolescent+Psychopathology%2C+3rd+Edition-p-9781119169970) (2017). Child and adolescent

psychopathology. (3rd ed.) Hoboken, NJ: Wiley.

Recommended Text

American Psychiatric Association (http://www.dsm5.org/Pages/Default.aspx) (2013). Diagnostic and statistical manual

of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.

Additional Required Readings

In addition to chapters from the Beauchaine and Hinshaw (https://www.wiley.com/en-

us/Child+and+Adolescent+Psychopathology%2C+3rd+Edition-p-9781119169970) (2017) text, you will sometimes be assigned readings from

the psychopathology literature. When not in the assigned text, these can be downloaded by clicking on authors' names in the table

below. Please check the list about a week in advance for possible updates. You are expected to read all assigned materials before

class, so you are prepared for discussion.

Tentative Schedule

(hover over colored text for links to readings, when available)


http://www.nimh.nih.gov/research-priorities/rdoc/index.shtml



https://www.wiley.com/en-us/Child+and+Adolescent+Psychopathology%2C+3rd+Edition-p-9781119169970


https://www.wiley.com/en-us/Child+and+Adolescent+Psychopathology%2C+3rd+Edition-p-9781119169970



WEEK DATE TOPIC AND READINGS NOTES*

1 1/9 Introductions, Course Website, Explanation of Discussion Forum

(http://tpb.psy.ohio-

state.edu/5681/notes/introductions/01.htm)

1/11 Introduction to Abnormal Psychology: Defining Abnormal Behavior

2 1/16 The Developmental Psychopathology Perspective

Hinshaw, S. P. (2017). Developmental psychopathology as a scientific

discipline: A 21st-Century perspective. In T. P. Beauchaine & S. P.

Hinshaw (Eds.), Child and adolescent psychopathology (3rd ed., pp.

3-32). Hoboken, NJ: Wiley.

1/18 The Diagnostic and Statistical Manual of Mental Disorders: History

and Limitations; Feedback on Week 1 Discussion Forum posts

(Heather)

Beauchaine, T. P., & Klein, D. N. (2017). Classifying psychopathology:

The DSM, empirically-based taxonomies, and the Research Domain

Criteria. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and

adolescent psychopathology (3rd ed., pp. 33-67). Hoboken, NJ:

Wiley.

3 1/23 The Research Domain Criteria (RDoC)

Cuthbert, B. N., & Insel, T. R. (http://tpb.psy.ohio-state.edu/6853-

6854/readings/CuthbertInsel2013.pdf) (2013). Toward the future of

psychiatric diagnosis: The seven pillars of RDoC. BMC Medicine,

11, 126.

Please also read carefully the following web

page: http://www.nimh.nih.gov/research-

priorities/rdoc/constructs/rdoc-matrix.shtml

(http://www.nimh.nih.gov/research-priorities/rdoc/constructs/rdoc-

matrix.shtml)

1/25 Genes, Epigenetics, and Gene-Environment Interdependence

Beauchaine, T. P., & Gatzke-Kopp, L. M., & Gizer, I. R. (2017). Genetic,

environmental, and epigentic influences on behavior. In T. P.

Beauchaine & S. P. Hinshaw (Eds.), Child and adolescent

psychopathology (3rd ed., pp. 68-109). Hoboken, NJ: Wiley.

4 1/30 Missing Heritability, Structural Variants, and Stress Regulation

Doom, J. R., & Gunnar, M. R. (http://tpb.psy.ohio-

state.edu/5681/readings/DoomGunnar2013.pdf) (2013). Stress physiology

and developmental psychopathology: Past, present, and future.

Development and Psychopathology, 25, 1359-1373.

Plomin, R., J. (http://tpb.psy.ohio-state.edu/5681/readings/Plomin2013.pdf)

(2013). Commentary: Missing heritability, polygenic scores, and

http://tpb.psy.ohio-state.edu/5681/notes/introductions/01.htm

http://tpb.psy.ohio-state.edu/6853-6854/readings/CuthbertInsel2013.pdf

http://www.nimh.nih.gov/research-priorities/rdoc/constructs/rdoc-matrix.shtml

http://tpb.psy.ohio-state.edu/5681/readings/DoomGunnar2013.pdf

http://tpb.psy.ohio-state.edu/5681/readings/Plomin2013.pdf



gene-environment correlation. Journal of Child Psychology and

Psychiatry, 54, 1147-1149.

2/1 Risk and Resilience in Child and Adolescent Psychopathology

Compas, B., Gruhn, M., & Bettis, A. H. (2017). Risk and resilience in

child and adolescent psychopathology. In T. P. Beauchaine & S. P.

Hinshaw (Eds.), Child and adolescent psychopathology (3rd ed., pp.

113-143). Hoboken, NJ: Wiley.

5 2/6 Exam Review Session -

2/8 IN CLASS MID-TERM EXAM (no online discussion assignment) -

6 2/13 Child Maltreatment and Risk for Psychopathology

Jaffee, S. R. (2017). Child maltreatment and risk for psychopathology.

In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and adolescent


Romens, S. E., McDonald, J., Svaren, J., & Pollak, S. D.

(http://tpb.psy.ohio-state.edu/5681/readings/2014-

AssociationsBetweenEarlyLifeStressGeneMethylationInChildren.pdf)

(2015), Associations between early life stress and gene methylation

in children. Child Development, 86, 303-309.

2/15 Temperamental Vulnerability to Psychopathology I: Impulsivity

Neuhaus, E., & Beauchaine, T. P. (2017). Impulsivity and vulnerability

to psychopathology. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child

and adolescent psychopathology (3rd ed., pp. 178-212). Hoboken,

NJ: Wiley.

7 2/20 Allostatic Load and Vulnerability to Psychopathology

Danese, A., & McEwen, B. S.

(http://www.sciencedirect.com/science/article/pii/S0031938411004045)

(2012). Adverse childhood experiences, allostasis, allostatic load, and

age-related disease. Physiology and Behavior, 106, 29-39.

2/22 Teratogen Exposure, Brain Injury, and Psychopathology

Doyle, L. R., Crocker, N. A., Fryer, S. L., & Mattson, S. N. (2017).

Exposure to teratogens as a risk factor for psychopathology. In T. P.



Arnett, P., Meyer, J. E., Merritt, V. C., Gatzke-Kopp, L. M., & Shannon

Bowen, K. E. (2017). Brain injury and vulnerability to psychopathology.

In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and adolescent


http://tpb.psy.ohio-state.edu/5681/readings/2014-AssociationsBetweenEarlyLifeStressGeneMethylationInChildren.pdf

http://www.sciencedirect.com/science/article/pii/S0031938411004045



8 2/27 Emotion Dysregulation and Vulnerability to Psychopathology

Cole, P. M., Hall, S. E., & Hajal, N. J. (2017). Emotion dysregulation as a

vulnerability to psychopathology. In T. P. Beauchaine & S. P. Hinshaw

(Eds.), Child and adolescent psychopathology (3rd ed., pp. 346-386).

Hoboken, NJ: Wiley.

3/1 Externalizing Spectrum Disorders I: Attention-Deficit/Hyperactivity

Disorder, Oppositional Defiant Disorder

Nigg, J. (2017). Attention-deficit/hyperactivity disorder. In T. P.



9 3/6 Externalizing Spectrum Disorders II: Conduct Disorder, Adult

Antisocial Behavior

Beauchaine, T. P., (http://tpb.psy.ohio-

state.edu/papers/Beauchaine2017.pdf) Zisner, A., & Sauder, C. L.

(http://tpb.psy.ohio-state.edu/papers/Beauchaine2017.pdf) (2017). Trait

impulsivity and the externalizing spectrum. Annual Review of Clinical

Psychology, 13, 343-368.

3/8 Externalizing Spectrum Disorders III: Substance-Related and

Addictive Disorders

Brown, S. A., Tomlinson, K., & Winward, J. (2017). Substance use

disorders. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and


Wiley.

Koob, G. F., & Volkow, N. D. (http://tpb.psy.ohio-

state.edu/5681/readings/koob%202010.pdf) (2010). The neurocircuitry of

addiction. Neuropsychopharmacology Reviews, 35, 217-238.

10 3/12-16 --SPRING BREAK--SPRING BREAK--SPRING BREAK--SPRING

BREAK---

11 3/20 Exam Review Session -

3/22 IN CLASS MID-TERM EXAM (no online discussion assignment) -

12 3/27 Internalizing Spectrum Disorders I: Anxiety Disorders

Weems, C. F., & Silverman, W. K. (2017). Anxiety disorders. In T. P.



3/29 Internalizing Spectrum Disorders II: Trauma and Stressor-related

Disorders

Perry, B. D. (http://tpb.psy.ohio-state.edu/6853-

http://tpb.psy.ohio-state.edu/papers/Beauchaine2017.pdf

http://tpb.psy.ohio-state.edu/papers/Beauchaine2017.pdf

http://tpb.psy.ohio-state.edu/5681/readings/koob%202010.pdf

http://tpb.psy.ohio-state.edu/6853-6854/readings/Perry2008.pdf



6854/readings/Perry2008.pdf) (2008). Child maltreatment: A

neurodevelopmental perspective on the role of trauma and neglect

in psychopathology. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child

and adolescent psychopathology (pp. 93-128). Hoboken, NJ: Wiley.

13 4/3 Internalizing Spectrum Disorders III: Depressive Disorders

Klein, D. N., Goldstein, B. L., & Finsaas, M. (2017). Depressive

disorders. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and


Wiley.

4/5 Internalizing Spectrum Disorders IV: Intentional Self-Injury and

Borderline Personality Development

Crowell, S. E., Kaufman, E. A., & Lenzenweger, M. F. (2017). The

development of borderline personality and self-inflicted injury. In T. P.



14 4/10 Internalizing Spectrum Disorders IV: Obsessive-Compulsive and

Eating Disorders

Rachman, S. (http://tpb.psy.ohio-state.edu/5681/readings/Rachman_S-1.pdf)

(2002). A cognitive theory of compulsive checking. Behaviour

Research and Therapy, 40, 625-639.

Stice, E., & Bohon, C. (2013). Eating disorders. In T. P. Beauchaine &

S. P. Hinshaw (Eds.), Child and adolescent psychopathology (2nd ed.,

pp. 765-738). Hoboken, NJ: Wiley.

4/12 Schizophrenia Spectrum Disorders I

Asarnow, R. F. (2017). Childhood-onset schizophrenia. In T. P.



15 4/17 Schizophrenia Spectrum Disorders II

Owen, M. J., Craddock, N., & Jablensky, A. (http://tpb.psy.ohio-

state.edu/5681/readings/Owen%20et%20al.,%202007.pdf) (2007). The

genetic deconstruction of psychosis. Schizophrenia Bulletin, 33, 905-

911.

4/19 Bipolar Spectrum Disorders

Blader, J., Roybal, D. J., Sauder, C. L., & Carlson, G. A. (2017). Bipolar

disorder. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and


Wiley.

16 4/17 Autism Spectrum Disorder

http://tpb.psy.ohio-state.edu/6853-6854/readings/Perry2008.pdf

http://tpb.psy.ohio-state.edu/5681/readings/Rachman_S-1.pdf

http://tpb.psy.ohio-state.edu/5681/readings/Owen%20et%20al.,%202007.pdf



Faja, S., & Dawson, G. (2017). Autism Spectrum Disorder. In T. P.



17 4/26 IN CLASS FINAL EXAM

*When available. Notes render best in Google Chrome.

Undergraduate Exams

All exams, including the final, will be multiple choice and worth 50 points. Each will contribute 25% to your grade. None will be

cummulative. Students are expected to take the exams on the scheduled dates. You must have my permission to miss an exam, and

I will only provide it in cases where illness or other documentable problems interfere with your ability to prepare for or complete the

exam. In order to be excused for an exam and take a make-up, you must contact me before, not after the exam. Questions

regarding exam scores must be raised with me either after class or during office hours; lecture time will not be spent discussing

exams. You are responsible for all information covered in the text, readings, and lectures. Sometimes these will overlap, other times

they will not. Please do not ask me what will be on the exam. I will not tell you, as that would make it something other than an exam.

Graduate Exams

All exams, including the final, will consist of essay questions and be worth 50 points. Each will contribute 25% to your grade.

Students are expected to take the exams on the scheduled dates. You must have my permission to miss an exam, and I will only

provide it in cases where illness or other documentable problems interfere with your ability to prepare for or complete the exam. In

order to be excused for an exam and take a make-up, you must contact me before, not after the exam. Questions regarding exam

scores must be raised with me either after class or during office hours; lecture time will not be spent discussing exams. You are

responsible for all information covered in the text, readings, and lectures. Sometimes these will overlap, other times they will not.

Web Discussion Forum

In lieu of a weekly 'lab' sections, you are required to participate in web discussions about psychopathology-related topics. Web

discussions comprise 25% of your grade. These discussions are intended to push your thinking beyond what's covered in class. All

students are required to post a response each week, and are encouraged to engage in discussions with one another. Your postings

are due by midnight on Fridays. You are also required to engage with at least one other student in the class by posting a reaction to

their initial posting. These reactive discussion postings are due by midnight on Sundays. Late responses are not accepted. Students

who do not post by these deadlines will receive a 0 for the week. You will be graded on each discussion by the CA based on on the

quality of your web comments. Please direct your questions about discussion posts to her/him. Grades will be assigned on the

following scale:

no web participation 0

poor response quality 1

below average 2

average 3

high quality or average quality + 4



active discussion

high quality + active discussion 5

Undergraduate Evaluation

Your performance will be evaluated based on your scores on the two mid-term exams (25% each), the final exam (25%), and your

participation/thoughtful comments in the web discussions (25%). Each midterm will cover approximately 1/3 of the material in the

course. Exams will be multiple choice. Grades will be assigned as outlined in the table below. I may adjust cut-offs downward and

thereby increase grades if evidence indicates that exams were more difficult than intended. I will never adjust cut-offs upward.

A > 91%

A- 90-91%

B+ 88-89%

B 75-87%

B- 70-74%

C+ 65-69%

C 55-64%

C- 50-54%

D+ 47-49%

D 42-48%

D- 40-41%

F < 40%

Additional Writing Requirement for Graduate Students

In addition to these course requirements, graduate students will be assigned a 10-12 page paper (double-spaced; excluding

references) in which they discuss the etiology of a disorder of their choice, from a developmental psychopathology perspective.

Consistent with the objectives of this course, this paper should address (1) genetic vulnerabilities, neural vulnerabilities, other

relevant biological predispositions; (2) environmental risk factors; and (3) how they interact to eventuate in psychopathology.

Maximum credit will be given only for papers that are framed transactionally. Topics must be approved by me ahead of time, and are

due at the final exam.

Graduate Evaluation

Graduate students' performance will be evaluated based on your scores on the two mid-term exams (20% each), the final exam

(20%), your participation/thoughtful comments in the web discussions (10%), your participation in class discussions (10%), and the

quality of your final paper (20%).

Academic Misconduct



Course Summary:

Date Details

Fri Jan 12, 2018 Week 1 Discussion: Are mental disorders diseases?(https://osu.instructure.com/courses/34056/assignments/557877)

due by 11:59pm

Fri Jan 19, 2018 Week 2 Discussion: Nature or nurture?(https://osu.instructure.com/courses/34056/assignments/557878)

due by 11:59pm

It is the responsibility of the Committee on Academic Misconduct (http://oaa.osu.edu/coam.html) to investigate or establish procedures

for investigation of all reported cases of student academic misconduct. The term “academic misconduct” includes all forms of

student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in

connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule

3335-5-487). For additional information, see the Code of Student Conduct (http://studentlife.osu.edu/csc/)

(http://studentlife.osu.edu/csc/ (http://studentlife.osu.edu/csc/) ).

For good, concise, plain-English advice on how to stay out of academic trouble, see Ten Suggestions for Preserving Academic

Integrity (http://oaa.osu.edu/coamtensuggestions.html) (http://oaa.osu.edu/coamtensuggestions.html

(http://oaa.osu.edu/coamtensuggestions.html) ).

Sexual Misconduct

Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of

accountability and the same kinds of support applied to offenses against other protected categories (e.g., race). If you or someone

you know has been sexually harassed or assaulted, you may find the appropriate resources at http://titleix.osu.edu

(http://titleix.osu.edu/) , or by contacting the Ohio State Title IX Coordinator, Kellie Brennan, at [email protected] (mailto:[email protected]) .

Students with Disabilities

The University strives to make all learning experiences as accessible as possible. If you

anticipate or experience academic barriers based on your disability (including mental health,

chronic or temporary medical conditions), please let me know immediately so that we can

privately discuss options. You are also welcome to register with Student Life Disability

Services (http://www.ods.ohio-state.edu/) (SLDS) to establish reasonable accommodations. After

registration, make arrangements with me as soon as possible to discuss your

accommodations so that they may be implemented in a timely fashion. SLDS

(http://www.ods.ohio-state.edu/) contact information: [email protected] (mailto:[email protected]) ;

614.292.3307; slds.osu.edu (http://slds.osu.edu/) ; 098 Baker Hall, 113 W. 12th Avenue.

https://osu.instructure.com/courses/34056/assignments/557877


http://oaa.osu.edu/coam.html

http://studentlife.osu.edu/csc/

http://studentlife.osu.edu/csc/

http://oaa.osu.edu/coamtensuggestions.html

http://oaa.osu.edu/coamtensuggestions.html

http://titleix.osu.edu/


http://www.ods.ohio-state.edu/

http://www.ods.ohio-state.edu/


http://slds.osu.edu/



Date Details

Fri Jan 26, 2018 Week 3 Discussion: Description vs. explanation in science(https://osu.instructure.com/courses/34056/assignments/557879)

due by 11:59pm

Fri Feb 2, 2018 Week 4 Discussion: The brain and behavior: Can states becometraits? (https://osu.instructure.com/courses/34056/assignments/557880)

due by 11:59pm

Fri Feb 16, 2018 Week 6 Discussion: Does religious commitment improve mentalhealth? (https://osu.instructure.com/courses/34056/assignments/557881)

due by 11:59pm

Fri Feb 23, 2018 Week 7 Discussion: The aversive form of racism(https://osu.instructure.com/courses/34056/assignments/557882)

due by 11:59pm

Fri Mar 2, 2018 Week 8 Discussion: Praise, punishment, and responsibility(https://osu.instructure.com/courses/34056/assignments/557883)

due by 11:59pm

Fri Mar 9, 2018 Week 9: Psychotropic medications and children(https://osu.instructure.com/courses/34056/assignments/557884)

due by 11:59pm

Fri Mar 30, 2018 Week 12 Discussion: Has the war on drugs done more harm thangood? (https://osu.instructure.com/courses/34056/assignments/557885)

due by 11:59pm

Fri Apr 6, 2018 Week 13 Discussion: Antidepressants or psychotherapy?(https://osu.instructure.com/courses/34056/assignments/557886)

due by 11:59pm

Fri Apr 13, 2018 Week 14 Discussion: What role does the media play in eatingdisorders? (https://osu.instructure.com/courses/34056/assignments/557887)

due by 11:59pm

Fri Apr 20, 2018 Week 15 Discussion: Robyn Williams' suicide(https://osu.instructure.com/courses/34056/assignments/557888)

due by 11:59pm

Final Exam (https://osu.instructure.com/courses/34056/assignments/558841)

Midterm Exam I (https://osu.instructure.com/courses/34056/assignments/557890)

Midterm Exam II (https://osu.instructure.com/courses/34056/assignments/558839)














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